ERIC Number: EJ1034499
Record Type: Journal
Publication Date: 2014-Sep
Reference Count: 54
Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability
Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.
Education and Training in Autism and Developmental Disabilities, v49 n3 p429-439 Sep 2014
The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and experimental group before the study. An instructor delivered a series of 12 lessons to students in the experimental group using the cognitive strategy instructional model. In the context of a pre and post test with control group design, students in the experimental group outperformed the control group on total number of main ideas and details recalled. Results of the study indicate that young adults with intellectual disability can benefit from a cognitive reading comprehension strategy using explicit instruction procedures.
Descriptors: Young Adults, Mental Retardation, Reading Comprehension, Writing Skills, Language Processing, Writing Instruction, Postsecondary Education, Control Groups, Experimental Groups, Cognitive Processes, Models, Pretests Posttests, Demography, Instructional Materials, Predictor Variables, Reliability, Recall (Psychology), Check Lists
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: P407A100030